Abstract

The aim of this paper is to show the way in which everyday life has an impact on local development processes, taking advantage of the availability of ICTs in Northeastern Uruguay, where it has been possible to build Multireferential Learning Environments. In the identification of these everyday life situations, the Cognitive Analysis (AnCo) has contributed to transit smoothly through all the different fields of knowledge, since it constitutes a double cognitive/epistemological field, which focuses on the study of knowledge from its construction, transduction and dissemination processes, considering the understanding of the language, structures and specific processes of different disciplines, with the aim of transforming these specificities into foundations for the construction of bases for inter/transdisciplinary and multi-referential understanding. This field establishes a commitment to the production and socialization of knowledge in a perspective open to dialogue and interaction between these different disciplines and their translation into public knowledge. The hypothesis states that ICTs massively implemented in educational environments contribute to sustainable local development if they are accompanied by changes in the institutions themselves in the ideological, cultural, political, economic and managerial spheres, taking into account cultural values and overcoming resistance to change. In order to meet the stated objectives, research is conducted using a strategy from a qualitative approach developed from various investigations conducted from 2015 to date. From the first investigations in the MEAs to the last ones carried out in the context of pandemic, in 2021, the social and symbolic aspect of the daily lives addressed place information and communication at the center of educational quality by transforming it into knowledge.

Keywords

learning, environment, ICT, cognitive analytics, health emergencies